In recent years, the landscape of Higher Education has undergone a significant transformation, driven by the integration of innovative teaching approaches and new technology that seek to increase student engagement and contribute to learning outcomes (Alegre, 2023; Panakaje et al., 2024). One such approach is the Flipped Classroom (FC), a teaching model which redefines the traditional roles of lectures and student instruction as well as home assignments and self-study, encouraging students to engage with course materials prior to class and use in-class sessions for collaborative and communication, that is application-focused activities. This pedagogical shift holds particular promise for fostering active learning and improving student participation (Cabo, 2018). Yet, its effectiveness may vary across different disciplines.

In this study, the aim is to investigate the nuances of student engagement within Flipped Classroom teaching model across three distinct academic disciplines: Engineering, mathematics/statistics, and teacher education represent fields that not only have unique content and pedagogical requirements but also attract diverse student populations with varying learning preferences and motivational factors. By examining how students in various disciplines engage with Flipped Classroom practices, this research seeks to uncover the underlying dynamics that influence their learning experiences.

Furthermore, this comparative study will explore factors such as discipline-specific expectations, the role of the educator, and the impact of collaborative learning environments on student engagement. Understanding these elements is crucial for educators and institutions aiming to implement Flipped Classroom strategies effectively.

As higher education continues to evolve, insights from this study will contribute to the broader discourse on instructional innovation and support teaching practices to meet the diverse needs of students across various fields. Through this exploration, we hope to illuminate components of best practices that can enhance student engagement, ultimately leading to improved educational outcomes in higher education.

Previous Research

According to Raaye (2024), the Flipped Classroom teaching method fosters a collaborative learning environment that enhances the overall educational experience. This model allows for the transfer of traditional lecture content to digital formats, enabling students to engage with the material at their own pace outside of the classroom. Consequently, classroom time can be dedicated to active learning strategies, promoting deeper engagement and interaction among students. The effectiveness of the Flipped Classroom is further supported by findings from Yıldız et al. (2022), which highlight that incorporating interactive multimedia and digital platforms—such as simulations and gamification—into lesson plans significantly boosts student engagement and academic performance. These interactive elements not only make learning more enjoyable but also provide opportunities for students to apply theoretical concepts in practical scenarios, thereby reinforcing their understanding.

Previous research has also demonstrated the diverse range of tools and technologies employed in teaching and learning within higher education settings. A comprehensive analysis of various studies (Baig, 2023) revealed that educators have utilized an array of resources, including video, learning management systems, collaborative platforms and online assessment tools. These technologies collectively enhance the learning experience by facilitating access to educational materials, encouraging collaboration among peers, and providing timely feedback through assessments. Overall, the integration of technology in higher education, particularly through the Flipped Classroom teaching model and the use of video recorded material, has proven to be an effective strategy for improving student engagement and academic outcomes (Khan, 2021, Luchinskaya & Nilsson, 2023). The evolving landscape of educational technology continues to offer new avenues for enhancing teaching practices and enriching the student learning experience.

Method This study is an intervention, where students from three different higher education programmes (n= 126) at two Scandinavian universities and one UK university participated in FC and a questionnaire at the end of the FC. Solid mechanics course at Mechanical Engineering programme (n=26), mathematics course at landscape architect programme (n=73) and a final thesis course in primary teacher education programme (n=27) were selected to investigate FC in a variety of discourses and education settings. The FC was implemented during the whole period of the course, including 5-8 video recorded lectures, followed by 4-8 interactive sessions. The interactive sessions were introduced by a short summary, followed by 40 minutes-1,5 hours student discussions of the content of the video recorded lectures, questions and input to the group. During the interactive sessions, students were divided into small groups (5-6 students), in order to increase the interaction. The questionnaire consisted of ten questions about engagement in FC and the final question was an open question for students to evaluate and problematise the most important components of FC. This was done in ½ A4 page, 5-10 sentences. Method of analysis was descriptive statistics (Fisher & Marshall, 2009) for the quantitative part of the questionnaire data and thematic analysis (Braun & Clarke, 2006) for the open question at the end of the questionnaire. Consent from all the participants was collected in written form and Swedish research council guidelines (2024) were followed regarding the handling and storage of the data. No personal data such as names and such was collected.

The majority of the students at all programs found FC or a combination of FC and in-campus teaching useful. Regarding e.g Teacher education, 20 out of the 27 participants, approximately 74%, reported that they found the flipped classroom approach useful, and that FC enhanced their engagement in the content and contributed to learning outcomes. The most useful component of FC was to take part of the content in flexible time and pace. The students appreciated the input of the instructor throughout the whole course and the opportunity to instantly asking questions. Engineering students reported a higher demand on intrinsic motivation and self-discipline in order to make use of FC, something they seemed to lack. In this study, the aim was to investigate the nuances of student engagement within flipped classroom model across three academic disciplines. In conclusion, while the Flipped Classroom teaching method shows promise, its effectiveness is contingent upon discipline-specific preferences, the necessity of instructor involvement, and the provision of adequate support and orientation for students. Tailoring FC implementation to address these factors may enhance its acceptance and effectiveness across diverse academic programs. While a majority of students found the flipped classroom model useful, the degree of perceived effectiveness varied significantly by discipline. In Teacher Education (TE), a substantial 74% of participants reported that FC enhanced their engagement and learning outcomes. A significant majority of students (89%) were unfamiliar with the flipped classroom model prior to the study, which suggests a need for comprehensive orientation and training on this teaching method. The initial lectures provided by instructors were deemed valuable, indicating that proper introduction to FC is crucial for student acceptance and efficacy of the approach.Our presentation will focus on the themes and our further research will focus on the impact of different FC formats on the students’ engagement.

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